Description
Develop a 4-6 page plan that will allow you to evaluate your intervention.see attachments
Unformatted Attachment Preview
Introduction
Note: Each assessment in this course builds on the work you completed in the previous
assessment. Therefore, you must complete the assessments in this course in the order in
which they are presented.
Once an intervention is planned and implemented it is important to evaluate the degree to
which the outcomes of the project were achieved. By evaluating the desired outcomes of
an intervention, it is possible to make more informed decisions about opportunities for
continuous improvement. It is also possible to identify strategies and approaches that
could be useful in improving one’s personal practice in other contexts or care areas.
Preparations
•
•
Read Guiding Questions: Evaluation Plan Design [DOC]. This document is
designed to give you questions to consider and additional guidance to help you
successfully complete this assessment.
As you prepare to complete this assessment, you may want to think about other
related issues to deepen your understanding or broaden your viewpoint. You
are encouraged to consider the questions below and discuss them with a fellow
learner, a work associate, an interested friend, or a member of your
professional community. Note that these questions are for your own
development and exploration and do not need to be completed or submitted as
part of your assessment.
o What specific piece or pieces of technology did you propose using in
your implementation plan?
o How did the type of technology you chose impact the development
of your implementation plan?
o How will the incorporation of the technology you propose make your
implementation plan more successful?
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build
specific skills that you will use throughout your program. Complete the assessments in the
order in which they are presented.
Your evaluation plan design will be the forth section of your final project submission. The
goal for this is to finalize the outcomes that your plan is seeking to achieve and to create a
plan to evaluate the degree to which those outcomes would have been achieved if your
intervention plan has been implemented. This will allow you to determine the degree to
which the plan was successful in addressing the identified need of your target population
and setting.
You will also discuss ways in which your role allows you to lead change and drive quality
improvement, and to potentially improve the project in the future. In addition, you will
reflect on how the project will leave you better prepared for success in other aspects of
your current and future career. Provide enough detail so that the faculty member
assessing your implementation plan design and discussion will be able to provide
substantive feedback that you will be able to incorporate into the final draft of your
project.
At minimum, be sure to address the bullet points below, as they correspond to the grading
criteria. You may also want to read the scoring guide and the Guiding Questions:
Evaluation Plan Design [DOC]document to better understand how each criterion will be
assessed. In addition to the bullet points below, provide a brief introduction that refreshes
the reader’s memory about your problem statement, your planned intervention, and how
you intended to implement your intervention (this should only be a single paragraph).
Reminder: These instructions are an outline. Your heading for this this section should
be Evaluation of Plan and not Part 1: Evaluation of Plan.
Part 1: Evaluation of Plan
•
•
Define the outcomes that are the goal of an intervention plan.
Create an evaluation plan to determine the impact of an intervention for a
health promotion, quality improvement, prevention, education, or management
need.
Part 2: Discussion
Advocacy
•
•
Analyze the nurse’s role in leading change and driving improvements in the
quality and experience of care.
Explain how the intervention plan affects nursing and interprofessional
collaboration, and how the health care field gains from the plan.
Future Steps
•
Explain how the current project could be improved upon to create a bigger
impact in the target population as well as to take advantage of emerging
technology and care models to improve outcomes and safety.
Reflection on Leading Change and Improvement
•
•
Reflect on how the project has impacted your ability to lead change in personal
practice and future leadership positions.
Reflect on the ways in which the completed intervention, implementation, and
evaluation plans can be transferred into your personal practice to drive quality
improvement in other contexts.
Address Generally Throughout
•
•
•
•
•
•
•
•
Integrate resources from diverse sources that illustrate support for all aspects
of an evaluation plan for an intervention, as well as for professional discussion
about the plan.
Communicate evaluation plan and discussion of the project in a professional
way that helps the audience to understand how the outcomes will be evaluated,
as well as what was learned through the project process.
Length of submission: 4–6 double-spaced pages.
Number of resources: 3–6 resources. (You may use resources previously cited
in your literature review to contribute to this number. Your final project will
require 12–18 unique resources.)
Written communication: Written communication is free of errors that detract
from the overall message.
APA formatting: Resources and citations are formatted according to current
APA style. Header formatting follows current APA levels.
Font and font size: Times New Roman, 12 point.
Competences measured
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
•
Competency 1: Lead organizational change to improve the experience of care,
population health, and professional work life while decreasing cost of care.
o Reflect on how the project has impacted one’s ability to lead change
in personal practice and future leadership positions.
o Reflect on the ways in which the completed intervention,
implementation, and evaluation plans can be transferred into one’s
personal practice to drive quality improvement in other contexts.
•
•
•
•
•
•
Competency 2: Evaluate the best available evidence for use in clinical and
organizational decision making.
o Analyze the nurse’s role in leading change and driving improvements
in the quality and experience of care.
Competency 3: Apply quality improvement methods to impact patient,
population, and systems outcomes.
o Create an evaluation plan to determine the impact of an intervention
for a health promotion, quality improvement, prevention, education,
or management need.
Competency 4: Design patient- and population-centered care to improve
health outcomes.
o Define the outcomes that are the goal of an intervention plan.
Competency 5: Integrate interprofessional care to improve safety and
quality and to decrease cost of care.
o Explain how the intervention plan affects nursing and
interprofessional collaboration, and how the health care field gains
from the plan.
Competency 6: Evaluate the ability of existing and emerging information,
communication, and health care technologies to improve safety and quality and
to decrease cost.
o Explain how the current project could be improved upon to create a
bigger impact in the target population as well as take advantage of
emerging technology and care models to improve outcomes and
safety.
Competency 7: Defend health policy that improves the experience of care,
population health, and professional work life while decreasing cost of care.
o Integrate resources from diverse sources that illustrate support for
all aspects of an evaluation plan for an intervention, as well as for
professional discussion about the plan.
Note: You will also be assessed on two additional criteria unaligned to a course
competency:
•
•
Communicate evaluation plan and discussion of the project in a professional
way that helps the audience to understand how the outcomes will be evaluated,
as well as what was learned through the project process.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional
requirements.
1/10/24, 9:26 PM
Implementation Plan Design Scoring Guide
Implementation Plan Design Scoring Guide
CRITERIA
NON-PERFORMANCE
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PROFICIENT
DISTINGUISHED
Propose strategies
for leading,
managing, and
implementing
professional nursing
practices to ensure
interprofessional
collaboration during
the implementation
of an intervention
plan.
Does not propose
strategies for leading,
managing, and
implementing
professional nursing
practices to ensure
interprofessional
collaboration during
the implementation of
an intervention plan.
Proposed strategies
are not clearly
relevant, or it is not
clear how they will
ensure
interprofessional
collaboration.
Proposes strategies
for leading,
managing, and
implementing
professional nursing
practices to ensure
interprofessional
collaboration during
the implementation
of an intervention
plan.
Proposes strategies for
leading, managing, and
implementing
professional nursing
practices to ensure
interprofessional
collaboration during the
implementation of an
intervention plan, and
impartially considers
conflicting data and
other perspectives.
Analyze the
implications of
change associated
with proposed
strategies for
improving the
quality and
experience of care
while controlling
costs.
Does not explain the
implications of
change associated
with proposed
strategies for
improving the quality
and experience of
care while controlling
costs.
Explains some of the
implications of
change, but fails to
analyze how the
proposed strategies
will create change to
improve quality,
experience of care,
and control costs.
Analyzes the
implications of
change associated
with proposed
strategies for
improving the quality
and experience of
care while controlling
costs.
Analyzes the
implications of change
associated with
proposed strategies for
improving the quality
and experience of care
while controlling costs;
identifies knowledge
gaps, unknowns,
missing information,
unanswered questions,
or areas of uncertainty
(where further
information could
improve the analysis).
Propose appropriate
delivery methods to
implement an
intervention which
will improve the
quality of the
project.
Does not propose
delivery methods to
implement an
intervention which
will improve the
quality of the project.
Proposes delivery
methods, but fails to
clarify why the
proposed methods
are appropriate or
how they will improve
the quality of the
project.
Proposes
appropriate delivery
methods to
implement an
intervention which
will improve the
quality of the project.
Proposes appropriate
delivery methods to
implement an
intervention which will
improve the quality of
the project, and
identifies assumptions
on which the proposal of
delivery methods is
based.
Evaluate the current
and emerging
technological
options related to
the proposed
delivery methods.
Does not describe
the current and
emerging
technological options
related to the
proposed delivery
methods.
Describes the current
and emerging
technological options
related to the
proposed delivery
methods, but does
not comparatively
evaluate their impact
on proposed delivery
methods.
Evaluates the current
and emerging
technological options
related to the
proposed delivery
methods.
Evaluates the current
and emerging
technological options
related to the proposed
delivery methods;
identifies knowledge
gaps, unknowns,
missing information,
unanswered questions,
or areas of uncertainty
(where further
information could
improve the analysis).
Analyze
stakeholders,
regulatory
implications, and
potential support
Does not consider
stakeholders,
regulatory
implications, and
potential support that
Gives partial but
incomplete
consideration to how
the needs of
stakeholders, health
Analyzes
stakeholders,
regulatory
implications, and
potential support that
Analyzes stakeholders,
regulatory implications,
and potential support
that could impact the
implementation of an
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Implementation Plan Design Scoring Guide
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that could impact
the implementation
of an intervention
plan.
could impact the
implementation of an
intervention plan.
care regulations, and
other support
considerations could
impact the
implementation of an
intervention plan.
could impact the
implementation of an
intervention plan.
intervention plan, and
identifies assumptions
on which the analysis is
based.
Propose existing or
new policy
considerations that
would support the
implementation of
an intervention plan.
Does not propose
Proposes existing or
existing or new policy new policy
considerations.
considerations, but
does not clarify how
those policy
considerations would
support the
implementation of an
intervention plan.
Proposes existing or
new policy
considerations that
would support the
implementation of an
intervention plan.
Proposes existing or
new policy
considerations that
would support the
implementation of an
intervention plan, and
considers how existing
or new policy might
impair the
implementation of an
intervention plan.
Propose a timeline
to implement an
intervention plan
with reference to
specific factors that
influence the timing
of implementation.
Does not propose a
Proposes a timeline
timeline to implement to implement an
an intervention plan. intervention plan, but
fails to explain how
specific factors will
influence the timing
of implementation, or
timeline is not
realistic.
Proposes a timeline
to implement an
intervention plan with
reference to specific
factors that influence
the timing of
implementation.
Proposes a timeline to
implement an
intervention plan with
reference to specific
factors that influence the
timing of
implementation, and
considers factors that
could force revision of
the timeline.
Integrate resources
from diverse
sources that
illustrate support for
all aspects of an
implementation plan
for a planned
intervention.
Does not integrate
resources from
diverse sources that
illustrate support for
all aspects of an
implementation plan
for a planned
intervention.
Attempts to integrate
resources, but
resources lack
diversity or do not
clearly support all
aspects of the
implementation plan.
Integrates resources
from diverse sources
that illustrate support
for all aspects of an
implementation plan
for a planned
intervention.
Integrates resources
from diverse sources
that illustrate support for
all aspects of an
implementation plan for
a planned intervention;
impartially considers
conflicting data and
other perspectives.
Communicate
implementation plan
in a way that clearly
illustrates the
importance of
interprofessional
collaboration to
create buy-in from
the audience.
Does not
communicate
implementation plan
in a way that clearly
illustrates the
importance of
interprofessional
collaboration, to
create buy-in from
the audience.
Inconsistently
communicates
implementation plan
in a way that partially
illustrates the
importance of
interprofessional
collaboration; may
create partial buy-in
from the audience.
Communicates
implementation plan
in a way that clearly
illustrates the
importance of
interprofessional
collaboration to
create buy-in from
the audience.
Communicates
implementation plan in a
way that clearly
illustrates the
importance of
interprofessional
collaboration to create
buy-in from the
audience. Grammar,
punctuation, spelling,
and citations are errorfree.
Demonstrate
completion of hours
toward the
practicum
experience.
Does not
demonstrate
completion of hours
toward the practicum
experience.
Demonstrates
completion of hours
toward the practicum
experience, but
provides no details
about activities
completed during
those hours.
Demonstrates
completion of hours
toward the practicum
experience.
Demonstrates
completion of hours
toward the practicum
experience and provides
a clear and concise
description of the focus
of the clinical hours and
alignment to the
capstone project.
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1/16/24, 9:25 AM
Evaluation Plan Design Scoring Guide
Evaluation Plan Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Define the outcomes Does not suggest the
that are the goal of
outcomes that are the
an intervention plan. goal of an
intervention plan.
Suggests the
outcomes of an
intervention plan, but
proposed outcomes
do not illustrate the
purpose of the
intervention or do not
establish a framework
for an improvement in
the quality, safety, or
experience of care.
Defines the
outcomes that are
the goal of an
intervention plan.
Defines the outcomes
that are the goal of an
intervention plan,
impartially discussing
pros and cons of
alternative outcomes.
Create an evaluation
plan to determine
the impact of an
intervention for a
health promotion,
quality
improvement,
prevention,
education, or
management need.
Does not create an
evaluation plan to
determine the impact
of the intervention.
Attempts to create an
evaluation plan, but
omits details about the
collection, analysis, or
evaluation of data to
fully evaluate the
outcomes, or does not
clearly relate the
evaluation plan to the
intervention plan.
Creates an
evaluation plan to
determine the impact
of an intervention for
a health promotion,
quality improvement,
prevention,
education, or
management need.
Creates an evaluation
plan to determine the
impact of an
intervention for a
health promotion,
quality improvement,
prevention, education,
or management need,
and identifies
assumptions on which
the evaluation plan is
based.
Analyze the nurse’s
role in leading
change and driving
improvements in the
quality and
experience of care.
Does not discuss the
nurse’s role in leading
change and driving
improvements in the
quality and
experience of care.
Superficially
discusses the nurse’s
role in leading change
and driving
improvements in the
quality and experience
of care.
Analyzes the nurse’s
role in leading
change and driving
improvements in the
quality and
experience of care.
Analyzes the nurse’s
role in leading change
and driving
improvements in the
quality and experience
of care, and identifies
assumptions on which
the analysis is based.
Explain how the
intervention plan
affects nursing and
interprofessional
collaboration, and
how the health care
field gains from the
plan.
Does not explain how
the intervention plan
affects nursing and
interprofessional
collaboration, and
how the health care
field gains from the
plan.
Provides a cursory or
unconvincing
explanation of how the
intervention plan
affects nursing and
interprofessional
collaboration, and how
the health care field
gains from the plan.
Explains how the
intervention plan
affects nursing and
interprofessional
collaboration, and
how the health care
field gains from the
plan.
Explains how the
intervention plan
affects nursing and
interprofessional
collaboration, and how
the health care field
gains from the plan;
identifies areas of
uncertainty, knowledge
gaps, or additional
information that would
be needed in order to
gain a more complete
understanding.
Explain how the
current project
could be improved
upon to create a
bigger impact in the
target population as
well as take
advantage of
emerging
technology and care
Does not suggest
how the current
project could be
improved upon to
create a bigger
impact in the target
population or take
advantage of
emerging technology
and care models to
Provides a cursory
explanation of how the
project could be
improved upon,
missing opportunities
related to emerging
technology or care
models and ignoring
potential for improved
Explains how the
current project could
be improved upon to
create a bigger
impact in the target
population as well as
take advantage of
emerging technology
and care models to
Explains how the
current project could
be improved upon to
create a bigger impact
in the target population
as well as take
advantage of emerging
technology and care
models to improve
outcomes and safety;
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1/16/24, 9:25 AM
Evaluation Plan Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
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models to improve
outcomes and
safety.
improve outcomes
and safety.
and broader-reaching
impacts.
improve outcomes
and safety.
identifies assumptions
underlying the
proposed
improvements.
Reflect on how the
project has
impacted one’s
ability to lead
change in personal
practice and future
leadership
positions.
Does not discuss how
the project has
impacted one’s ability
to lead change in
personal practice and
future leadership
positions.
Discusses how the
project has impacted
one’s ability to lead
change in personal
practice and future
leadership positions,
but discussion lacks
thoughtfulness or selfreflection.
Reflects on how the
project has impacted
one’s ability to lead
change in personal
practice and future
leadership positions.
Reflects on how the
project has impacted
one’s ability to lead
change in personal
practice and future
leadership positions,
and suggests goals for
future personal growth.
Reflect on the ways
in which the
completed
intervention,
implementation, and
evaluation plans can
be transferred into
one’s personal
practice to drive
quality improvement
in other contexts.
Does not discuss the
ways in which the
completed
intervention,
implementation, and
evaluation plans can
be transferred into
one’s personal
practice to drive
quality improvement
in other contexts.
Discusses how the
completed
intervention,
implementation, and
evaluation plans can
be transferred into
one’s personal
practice to drive
quality improvement in
other contexts, but
discussion lacks
thoughtfulness or
insight.
Reflects on the ways
in which the
completed
intervention,
implementation, and
evaluation plans can
be transferred into
one’s personal
practice to drive
quality improvement
in other contexts.
Reflects on the ways in
which the completed
intervention,
implementation, and
evaluation plans can
be transferred into
one’s personal practice
to drive quality
improvement in other
contexts; impartially
considers conflicting
evidence or other
perspectives.
Integrate resources
from diverse
sources that
illustrate support for
all aspects of an
evaluation plan for
an intervention, as
well as for
professional
discussion about
the plan.
Does not integrate
resources from
diverse sources that
illustrate support for
all aspects of an
evaluation plan for a
planned intervention,
as well as
professional
discussion about the
plan.
Integrates resources,
but they do not
support all aspects of
the evaluation plan or
they do not come from
a diversity of sources.
Integrates resources
from diverse sources
that illustrate support
for all aspects of an
evaluation plan for an
intervention, as well
as for professional
discussion about the
plan.
Integrates resources
from diverse sources
that illustrate support
for all aspects of an
evaluation plan for a
planned intervention,
as well as professional
discussion about the
plan. In-text citations
and reference list are
error-free.
Communicate
evaluation plan and
discussion of the
project in a
professional way
that helps the
audience to
understand how the
outcomes will be
evaluated, as well as
what was learned
through the project
process.
Does not
communicate
evaluation plan and
discussion of the
project in a
professional way that
helps the audience to
understand how the
outcomes will be
evaluated, as well as
what was learned
through the project
process.
Inconsistently
communicates
evaluation plan and
discussion of the
project, in a way that
partially helps the
audience to
understand how the
outcomes will be
evaluated, or
incompletely
communicates what
was learned through
the project process.
Communicates
evaluation plan and
discussion of the
project in a
professional way that
helps the audience to
understand how the
outcomes will be
evaluated, as well as
what was learned
through the project
process.
Communicates
evaluation plan and
discussion of the
project in a
professional way that
helps the audience to
understand how the
outcomes will be
evaluated, as well as
what was learned
through the project
process. Grammar,
punctuation, and
spelling are error-free.
Demonstrate
completion of hours
toward the
practicum
experience.
Does not
demonstrate
completion of hours
toward the practicum
experience.
Demonstrates
completion of hours
toward the practicum
experience, but
provides no details
about activities
Demonstrates
completion of hours
toward the practicum
experience.
Demonstrates
completion of hours
toward the practicum
experience and
provides a clear and
concise description of
the focus of the clinical
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BASIC
completed during
those hours.
PROFICIENT
DISTINGUISHED
hours and alignment to
the capstone project.
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